ABSTRACT
Educators, administrators, and researchers use the term ‘school effects’ in a number of ways. Many use it to refer to the effects of particular school policies or practices, or the effects of some intervention. For example, what is the effect on academic achievement of increasing per-pupil expenditures? What is the effect of increasing instructional time in mathematics? What have been the effects of comprehensive reorganization? Most of the literature describing the large-scale cross-sectional studies of the late sixties and early seventies used the term in this way.
